Changing our minds: a commentary on ‘Conceptual change: a discussion of theoretical, methodological and practical challenges for science education’

This paper begins with a consideration of some important themes dealt with in the paper by Treagust and Duit. These include the relationship between research on conceptual change and educational practice, the significance of emotion and identity in the process of conceptual change, and role of cognitive conflict in motivating change. I then argue that the authors implicitly assert the importance of spoken dialogue as a motor for conceptual change, but do not give it the proper, explicit recognition that it deserves. I first use their own data of transcribed talk to make this point, and then go on to elaborate my case by drawing on other research. Talk amongst students and teacher–student talk are both considered. My conclusion is that while more empirical research is needed to understand how dialogue is involved in conceptual change, available evidence shows very clearly that the role of talk and social interaction is so significant that it cannot be ignored. It is therefore necessary for theoretical accounts to deal with both social (i.e. communicative) and cognitive aspects of conceptual change.

开展先进性教育活动 开创学院发展的新局面

为了高标准、高质量地开展保持共产党员先进性教育活动,本文从认识开展保持共产党员先进性教育活动的重要性和必要性入手,提出了集中精力开展好保持共产党员先进性教育活动及开展好先进性教育活动的具体要求,对全院党员和党员干部进行保持共产党员先进性教育活动的动员和部署。     

On global absences: Reflections on the failings in the education and poverty relationship in Latin America

This paper explores some of the aspects of the relationship between education and poverty as it has been constructed by international organisations and national governments in Latin America. The analysis is carried out from two separate angles. On the one hand, the paper highlights the main failings that underlie the positive and hoped-for relationship between investment in education and the reduction of poverty. On the other, it demonstrates how a good number of these failings can be attributed to an underestimation of the inverse relationship, i.e. the effects that poverty has on education. Though this analysis can be understood from a general perspective, evidence from Latin America is used to illustrate the consequences of these global absences.     

Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy

Based on narrative-biographical work with teachers, the author argues that teachers’ emotions have to be understood in relation to the vulnerability that constitutes a structural condition of the teaching job. Closely linked to this condition is the central role played by teachers’ “self-understanding”—their dynamic sense of identity—in teachers’ actions and their dealing with, for example, the challenges posed by reform agendas. The (emotional) impact of those agendas is mediated by the professional context, that encompasses dimensions of time (age, generation, biography) and of space (the structural and cultural working conditions). Finally, it is argued that the professional and meaningful interactions of teachers with their professional context contains a fundamental political dimension. Emotions reflect the fact that deeply held beliefs on good education are part of teachers’ self-understanding. Reform agendas that impose different normative beliefs may not only trigger intense feelings, but also elicit micropolitical actions of resistance or proactive attempts to influence and change one's working conditions.     

我们如何接近教育

近几年来，解释现象学的教育研究方法逐渐在我国的教育研究领域兴起。由于它对教育的理解与长期以来在我国教育研究领域中盛行的实证主义的教育研究不同，因此，在教育研究领域中形成了两种截然不同的研究方法取向。本从二对教育的不同理解出发，就其理论追求、立场方法和表述方式三个方面，对这两种研究方式作一个对比剖析，以说明在当前的教育研究领域中重新理解教育、倡导解释现象学教育研究方法的必要性与紧迫性。     

新世纪日本教育督导改革探析

教育督导是教育管理的重要组成部分,教育督导在日本教育发展过程中发挥了不可替代的作用.本文在概述日本教育督导历史发展轨迹的基础上,对新时期日本教育督导的发展与改革状况予以评述,并概要分析了当前日本教育督导的特点及发展趋势.     

教育治理现代化的本质、逻辑与基本问题

教育治理现代化作为国家治理现代化的重要组成部分,应归属到政治学、社会学、教育学、管理学的综合范畴。教育治理现代化涵括教育治理体系现代化与教育治理能力现代化,主旨为解决教育发展过程中所遇到的制度障碍、利益冲突、权力矛盾等从而实现教育强国。教育治理现代化的核心理论特质是新时代中国特色的教育政治学,依据教育规律和国情的顶层设计与实践探索是新时代中国特色应有的教育治理模式。正确认识与推动中国教育治理现代化,必须深入理解和把握它的理论逻辑、历史逻辑和实践逻辑,确立教育治理现代化在国家治理现代化体系中所具有的优先地位;厘定和阐明它的基本问题域,即为治理主体、治理对象、治理方法与过程和治理评价等要素及其关联。     

信息时代教育技术学本科教学的改革与创新

作者指出信息时代教育技术学本科教学的改革与创新,需要考虑三个方面的重大问题:教育技术专业培养的人材应具有什么样的知识能力结构?如何建立并完善能达成教育技术专业人材培养目标的本科教学课程体系?如何通过深化本科教学改革更好地贯彻课程体系以达到专业人材培养的目标?作者对这三个方面的问题作了严肃而认真的论证,并给出了比较科学的、切合实际的回答。     

浅析战后日本的第二次教育改革

二战结束后,在美国占领军的监督下,日本进行了历史上的第二次教育改革。这次教育改革是继明治维新后日本进行的又一次全面、彻底的教育改革,它不仅使日本国民的整体素质得到普遍提高,同时,为社会培养出一大批中、高级科技人员,以及适应经济高速发展需要的熟练劳动力,为日本经济起飞,成为世界经济强国奠定了的基础。     

贵州省教育资源规模发展预测及其构想

学龄人口变化与教育资源合理整合利用问题，是贵州省整个人口与社会、经济协调发展中的一个非常重要的问题，它直接关系到贵州省三千多万人口的生存与发展，我们在建立科学发展观时要充分考虑和研究贵州省今后人力资源开发和教育改革发展问题。